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We studied Hispanic/Latina women's satisfaction with care after receiving group or individual educational sessions (vs standard of care) with a before screening mammography. A is a culturally appropriate community health worker for the Hispanic/Latino community. have been shown to increase screening mammography rates and follow-up of abnormal mammograms in this population. However, a 's impact on elements of patient care and patient satisfaction remains poorly described. Hispanic/Latina women 40-64 years old were randomized to one of three groups: the control group (standard-of-care well woman screening), an individual educational session with a followed by well woman screening with access to the , or a group educational session followed by well woman screening with access to the . Access to the included the opportunity to ask questions during well woman screening and a follow-up telephone call to discuss results and follow-up if necessary. Participants completed a premammography survey that assessed demographics and health literacy and a postmammography survey that assessed satisfaction with care, interpersonal processes of care, and satisfaction with the . We used multivariable linear regression models and two-sample tests for continuous outcome measures and a multivariable logistic regression model for dichotomized outcomes. Of the 100 women enrolled in the study, 94 completed well woman screening and the postmammography survey. Hispanic/Latina women with access to the providing educational sessions in either the group (mean satisfaction with care score, 78.1) or individual (mean satisfaction with care score, 78.8) setting reported higher satisfaction with care than those receiving the standard of care (mean satisfaction with care score, 74.9) ( < 0.05). The odds of highly compassionate care in women receiving educational sessions was increased and was particularly strong for those receiving individual educational sessions compared with standard of care (odds ratio, 4.78 [95% CI, 1.51-15.13]). We found that increased satisfaction with the was significantly associated with increased satisfaction with care but that group versus individual educational sessions did not significantly impact satisfaction with the . Our study findings have important implications as patient navigators and shared decision making become integral to cancer screening. Group educational sessions may offer a method to decrease the time and expense of providing educational services in the cancer screening setting. However, the overall more positive interpersonal experiences suggested in the individual setting suggest that a larger study is warranted to better understand differences between group and individual educational settings.
This article was published in the following journal.
Name: AJR. American journal of roentgenology
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The degree of closeness or acceptance an individual or group feels toward another individual or group.
Persons as individuals (e.g., ABORTION APPLICANTS) or as members of a group (e.g., HISPANIC AMERICANS). It is not used for members of the various professions (e.g., PHYSICIANS) or occupations (e.g., LIBRARIANS) for which OCCUPATIONAL GROUPS is available.
Personality construct referring to an individual's perception of the locus of events as determined internally by his or her own behavior versus fate, luck, or external forces. (ERIC Thesaurus, 1996).
Systematic identification, development, organization, or utilization of educational resources and the management of these processes. It is occasionally used also in a more limited sense to describe the use of equipment-oriented techniques or audiovisual aids in educational settings. (Thesaurus of ERIC Descriptors, December 1993, p132)
The training or molding of an individual through various relationships, educational agencies, and social controls, which enables him to become a member of a particular society.
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